Sentences with phrase «of effective instructional leader»

Not exact matches

«In Singapore, the demand on school leaders to be effective instructional leaders is very high — schools have the autonomy to explore innovative teaching approaches, and tailor curriculum to meet the needs of students,» says master's student Haslinda Zamani.

Candidate Impact Through Partnership: How District Central Offices Can Foster Principals» Development as Effective Instructional Leaders Through Systems of Support, Development, and Accountability Friday, April 14, 2:00 - 3:00 p.m., Gutman Conference Center, Area 3

Teachers received a single - page handout on the seven qualities of effective schools: nuggets such as «the climate of an effective school is NOT OPPRESSIVE,» «the principal acts as an instructional leader,» and effective schools offer the «opportunity to learn and student time on task.»

As teachers and instructional leaders in 44 states and the District of Columbia immerse themselves in the Common Core State Standards in math, they continue to hunt for effective resources and instructional techniques.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

In a study of 5 schools found to be most effective out of a sample of 741 schools which were part of a study of compensatory reading programs, Wilder (1977) found the following factors common to all 5 schools: reading was identified as an important instructional goal; leadership in the reading program was provided by either the principal or reading specialist; attention was given to basic skills; a breadth of materials was made available; and ideas were communicated across teachers, a process which was typically fostered by the program leader.

For effective leadership in an instructional team setting, experienced practitioners recommended that teacher leaders decipher the dynamics of the particular venue to understand the issues that may shape how others receive his / her ideas.

In this third webinar on the 4 Dimensions of Instructional Leadership ™, school leaders learn how to establish rigorous expectations for every student while responding to individual student's needs as well as the diversity of students in the school by creating effective systems of collaboration.

We developed the 4 Dimensions of Instructional Leadership ™ to help principals, principal supervisors and other school leaders to become more effective in the improvement of instruction.

These teams are comprised of experienced educators with the knowledge to help leaders and teachers implement effective instructional practices and improve experiences and outcomes for all students.

In addition to curriculum standardization, leaders in higher - performing districts were more likely than others to promote and support implementation of particular instructional strategies regarded as effective.

While all studies in this set reported positive effects due to various teacher leaders practices in support of the implementation of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more effective than other forms of support.

Developed according to the Standards for Principals through the Colorado Department of Education and State Board of Education, our Principal Licensure program is designed to graduate effective administrators and instructional leaders.

While teacher leaders can certainly engage in effective leadership work without the support of their principal, the resulting work typically does not lead to either broad or lasting, changes in instructional practices.

Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

Dr. Todd Whitaker Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and more.

Indiana New Administrator Leadership Academy: The INALI is designed to help beginning administrators become effective instructional leaders and to quickly and comfortably assume the responsibilities of building administration.

Match has offered a variety of workshops for instructional leaders and leadership teams on effective strategies for coaching teachers.

As I discussed in my Getting Smart article, Back - to - School Prep for School Leaders, we know from supporting schools and districts across the nation for the last 17 years that some of the greatest levers to improving student achievement lie in the school leader and an effective Instructional Leadership Team (ILT).

This workshop shares our approach to professional development with the goal of helping instructional leaders design and lead professional development that gets teachers practicing the skills of effective instruction.

Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and more.

He is the only school administrator in Illinois to have received his state's highest award as both principal and superintendent, the only high school principal in Illinois designated as an «Instructional Leader,» the first high school principal in Illinois to be presented the Distinguished Educator Award; and the nation's first principal to be designated as a «Fellow» of the National Center for Effective Schools.

Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what quality teaching looks and sounds like, it is essential that district and school leaders have a shared vision and common language on both the definition of instructional leadership and the description of effective instructional leadership behaviors.

... instructional designers and business leaders where appropriate to create user instructions, FAQs, and other documentation that support effective use of the LMS.

At West Aurora, the first step in developing teacher leaders is building a common and deep understanding of effective instructional practices.

An important step in developing a system for ongoing improvement is for principals to engage the most effective teachers in instructional decision - making, and leverage the talents of the most effective teacher leaders to improve the practice of other teachers.

In an era of shrinking professional development budgets, and with research showing that embedded staff development is the most effective way to grow teachers, video taping our own has allowed not only our leaders to see themselves as instructional leaders, but has also enhanced the next generation of teachers to learn from people they know and trust.

Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members of the L&D Team and business leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business leaders to implement e-learning design projects in a consistent way • Stay up - to - date on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants, instructional designers and business leaders where appropriate to create user instructions, FAQs, and other documentation that support effective use of the LMS.

John Hattie's research on Effective Learning recognizes the critical importance of a capable instructional leader, not just a capable administrator.

Resources to help principals and school leaders become more effective instructional leaders and create schools that provide strong support for teachers to continuously improve their teaching practice — from the Ounce of Prevention Fund

Effective leaders set a vision for practice excellence and are intentionally focused on instructional quality and the systematic support of teachers.

We worked with Buffalo Public Schools (NY) to develop and implement a professional learning initiative that builds the capacity of the district to assess, develop and support school leaders as effective instructional leaders and managers of teacher talent with an unrelenting focus on priority and focus schools.

2) Capacity Building: We foster growth in teachers as instructional leaders and in parents as effective learning partners — instead of attempting to work around them.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

Instructional coaches, teacher leaders, peer teachers, and administrators will all play a role in connecting professional learning to teacher evaluation; all will need to become fluent in the language of effective teaching and help teachers make connections between the feedback they receive and changes to their understanding and skills.

She led the development of the Leadership Institute, training school principals to become highly effective instructional leaders.

Effective use of child, teacher and classroom assessment data can help teachers and educational leaders target instructional strategies and resources to achieve desired early learning outcomes.

The Institutes have included sessions by national leaders in the field of writing, state instructional leaders, education service center specialists, National Writing Project teacher consultants, and district representatives, and integrated the Write for Texas Guiding Principles for Effective Writing Instruction and online materials.

As an instructional leader, I believe it is my responsibility to have an awareness of the needs of my teachers and to find the most effective ways to share a variety of best practices to meet their needs.

The Executive Development Program for School Leaders is the program the academy delivers to help principals meet the new demands of the job as instructional leaders who can help teachers become more effLeaders is the program the academy delivers to help principals meet the new demands of the job as instructional leaders who can help teachers become more effleaders who can help teachers become more effective.

As a network, this means ensuring that our school leaders are receiving the development necessary to be effective instructional leaders who coach and support our teachers — the people making the biggest impact on our students and families,» said Hope Evans, Director of Leadership Development at Alpha Public Schools in East San José, Calif. «Through Relay, we've been able to create a systematic approach to developing leaders, and as a result, our school leaders are better prepared to tackle more of the unique challenges at their school site.»

In 2015, following the publication of Leading Pre-K — 3 Learning Communities, NAESP developed the first nationwide blended professional learning program to provide principals and other leaders with a job - embedded, sustained, and on - going professional learning experience focused on mastering effective instructional leadership practices that are developmentally - appropriate.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Based on the research and experiences from the field, it is evident that without effective leaders who are able to focus on instruction and instructional leadership, meeting the needs of all students remains out of reach.

And third, that every instructional leader establishes clear expectations for the use of effective and validated instructional practices.

[6] Empirical research has consistently established that strong leaders improve student outcomes through several «avenues of influence,» including: providing supportive working conditions; increasing teacher motivation; ensuring effective instructional leadership; developing robust professional communities; and creating supportive school climates.

Ann Hanson, director of advancing quality, shared how the Ounce has developed Lead Learn Excel ™ to help early education leaders and organizations establish a culture of continuous learning and instructional excellence that promotes ongoing improvement, effective teaching and better child outcomes.